1. “Stop asking me if we’re almost there!
We’re nomads, for crying out loud!” 1 1

2. NYS Common Core Learning Standards. Understanding the Change
NYS Common Core Learning Standards Understanding the Change Being the Change How to Change
LIASCD
October 2011 2 2

3. Areas of focus Reading Writing Speaking and Listening Language
Media and Technology - Research & Media skills built into the Standards as a whole
Standards handout 3 3

4. What is included in the Common Core Standards document?
P-12 Anchor Standards for English Language Arts
P-12 Grade Level Standards (We used to call these performance indicators.)
Foundational Skills in reading (P-5)
Illustrative texts
Emphasize-handout 4 4

5. What else is included in the Common Core Standards document?
Reading Standards in History/Social Studies, Science, and Technical Subjects
Writing Standards in History/Social Studies, Science, and Technical Subjects
Go through sections, identifying places where various parts exist. Suggest post-its 5 5

6. Six Shifts in ELA Literacy
Shift in Standards….
1. Balancing Informational and Literary Text
2. Building Knowledge in the Disciplines
3. Staircase of Complexity
4. Text-based Answers
5. Writing from Sources
6. Academic Vocabulary
Shift in Assessments…
1&2
Non-fiction Texts
Authentic Texts 3
Higher Level of Text Complexity
Paired Passages
4&5
Focus on command of evidence from text: rubrics and prompts 6
Academic Vocabulary

7. Balancing information and Literacy Texts: PK-5
Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational.

8. Building Knowledge in the Disciplines: 6-12
Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain-specific texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read.

9. Reading Types Across the Grade Levels
Grades
Literature
Informational
K-2
50%
3-5
6-12
30%
-fiction
-poetry
-drama
-Shakespeare
70%
“substantially more literary non-fiction”
-essays
-speeches
-opinion pieces
-biographies
-journalism
-historical
-scientific
-contemporary events
-nature
-the arts
-Founding Documents
Harriet (alternate –Valerie) discuss how the type of material read is shifting
Discuss – reading is not just conducted in English. It is incorporated into Social Studies and Science. 9 9

10. Staircase of Complexity
In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase.”
Students read the central, grade appropriate text around which instruction is centered.
Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level.

11. Text-Based Answers
Students have rich and rigorous conversations which are dependent on a common text.
Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.

12. Writing From Sources
Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts.
While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.

13. Academic Vocabulary
Handout
Students constantly build the vocabulary they need to access grade level complex texts.
By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas.
theory
Break – Each group or individual looks at the shifts and where we are, where we need to go- they will determine where they are in their own schools regarding the shifts – ten, fifteen minutes then discussion – Go to handout or website
Baseball example: instead of focusing words such as base, diamond, etc. concentrate on academic vocabulary such as rules, prohibits,

14. What Does a Grade Level Standard Look Like for Writing?
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Grade 7
Write arguments to support claims with clear reasons and relevant evidence. 14 14

15. Writing Argument – persuasion Defend with evidence from text
History/social studies – interpretation & judgments with evidence from multiple sources
Science – claims and conclusions that answer questions or address problems
K-5 – opinion leads to argument
Harriet – alternate –Valerie
Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about. In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation. In science, students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically ac-ceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims. Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository structures are steps on the road to argument. In grades K–5, the term “opinion” is used to refer to this developing form of argument. 15 15

17. Overview of Standards for History/Social Studies, Science, and Technical Subjects
(AKA Everything Else)
Reading Standards
Knowledge of domain-specific vocabulary
Analyze, evaluate, and differentiate primary and secondary sources
Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams
Writing Standards
Write arguments on discipline-specific content and informative/explanatory texts
Use data, evidence and reason to support arguments and claims
Use of domain-specific vocabulary
Add the deliverables text for October 31-

18. What do grade level standards in literacy in social studies, science, and technical subjects look like?
Social Studies Grade Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
Science Grade 9-10 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
Technical Subjects Grade 9-10 Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
Science example-what was the author’s purpose for writing this article? Not usually asked in a science classroom 18 18

19. What Do We Need To Do?
By September 15, 2011, create awareness, foster fluency, and develop a common language supporting Common Core implementation.
By October 1, 2011, collaboratively diagnose school capacity for implementing The Common Core and create action plan to ensure Phase I execution: 1 Common Core Aligned Unit in every classroom, each semester.
By October 15, 2011, Introduce Common Core aligned curriculum model modules/units and unpack the qualities of a model unit.
By October 31, 2011, build capacity and foster accountability so that every teacher delivers at least one Common Core aligned unit in every classroom each semester.

20. Building as we go along…
Click the airplane to show video

21. The Challenge: Linking the CCLS to Curriculum/Instruction in All Areas
Need to focus on areas of inquiry - not specific standards in isolation
Content area teachers and language arts/literacy teachers will need to plan and work together to help students meet the standards
Teachers must place an emphasis on thinking with/about texts in all forms, including digital formats
Develop Units that recognize that less is more 21 21

22. Instead of going a mile wide and an inch deep…
Go an inch wide and a mile deep

23. The Bigger Picture
Literacy tasks across the curriculum must address application of literacy standards in History/Social Studies, Science, Math, and Technical Subjects in all areas of study.

24. Text Dependent Questions
What is (and isn’t) the meaning of “popular sovereignty”? Why does Monk claim that this is the form of government in America?
Is Lucy Stone confused when she asks “Which ‘We the People’?” Why does Monk say this question has “troubled the nation”?
What does the phrase “founding fathers” mean? Why does Marshall think the founding fathers could not have imagined a female or black Supreme Court Justice?
Move onto feyman piece, have participants write 3 text dependent questions based on one section. Have participants answer their own questions using evidence from the text.

25. What Else Can We Do With This?
WHAT CONCLUSIONS WOULD YOU DRAW ABOUT THE AUTHOR'S POINT OF VIEW ON THE NATURE OF THE UNITED STATES CONSTITUTION?
HOW DO YOU KNOW?

26. Common Core and Science
Imbed informational text into your science curriculum.
Literacy is not taking the place of science content or hands-on laboratory skills.
Require students to cite from text to support their conclusions or opinions.
Provide text with two or more opinions, and ask students to choose a side to support with research.
Ask students to define vocabulary in context from the text.
Framework for K-12 Science Education released July 2011, currently being developed into common core science standards. Download from

27. Text-Based Questions
Based on the article: New Research Examines Role of Clouds in Climate Change, Scientific American, September 7, 2011.
1. Use evidence from the text to explain what those who downplay climate change believe to be the role of cloud cover and contrast that with what the current evidence shows.
2. What information can you cite from the text that explains the evidence that Roy Spencer used to downplay human impact on climate change?
3. What text-based information can you use to understand Andrew Dessler's research explaining climate and weather.
4. What is the meaning of the phrase "cherry picked" as used in this article?
5. Research the climate patterns that are characterized by an El Nino and La Nina.

28. First, a short video….
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